An official publication of the International Society of the Learning Sciences, the International Journal of Computer-Supported Collaborative Learning (IJCSCL) fosters a deep understanding of the nature, theory, and practice of computer-supported collaborative learning (CSCL). The journal serves as a forum for experts from such disciplines as education, computer science, information technology, psychology, communications, linguistics, anthropology, sociology, and business. Articles investigate how to design the technological settings for collaboration and how people learn in the context of collaborative activity.

* Instructional Science is an interdisciplinary refereed scholarly journal aimed at promoting a deeper understanding of the nature, theory and practice of the instructional process and of the learning to which it gives rise. The journal’s conception of ‘instruction’ is broad-based, recognising that there are many ways to stimulate and support learning. Papers published in recent years represent a wide variety of perspectives from the learning sciences. The journal covers learning by people of all ages, in all areas of the curriculum, and in informal as well as formal learning contexts.

The journal provides a venue for designers to share their knowledge-in-practice through rich representations of their designs and detailed discussion of decision-making. The aim of the journal is to support the production of high-quality precedent materials and to promote and demonstrate the value of doing so. Audiences for the journal include designers, teachers and students of design and scholars studying the practice of design.

Journal of Computing in Higher Education, JCHE, publishes original research, literature reviews, implementation and evaluation studies, and theoretical, conceptual, and policy papers that contribute to our understanding of the issues, problems, and research associated with instructional technologies and educational environments. JCHE publishes well-documented articles and provides a comprehensive source of information on instructional technology integration. Priority is given to the publication of rigorous, original manuscripts concerning research and integration of instructional technology in higher education. JCHE provides perspectives on the research and integration of instructional technology in higher education.

This journal bridges the gap between theory and practice by providing reflective practitioners in teaching and learning with a single source of scholarly papers that discuss new developments and their impact on the field. The journal publishes original papers on research-based design and development with a focus on applied research, including evaluation reports, action research, case studies, and lessons learned, to inform improvement in instruction and approaches to design and development

Technology, Instruction, Cognition and Learning (TICL) is an international, interdisciplinary journal of structural learning – promoting and disseminating interdisciplinary advances in theory and research at the intersection of four focus disciplines: Technology, Instruction, Cognition and Learning. Important developments in both theory and software technologies open a plethora of new opportunities for scientific and technological advance barely foreseen even a few years ago. These opportunities will be realized to the extent that advances can be synthesized to provide more inclusive solutions. To assure that articles build on the state of the art, each will be peer-reviewed by experts in at least two areas.

Technology, Knowledge and Learning emphasizes the increased interest on context-aware adaptive and personalized digital learning environments. Rapid technological developments have led to new research challenges focusing on digital learning, gamification, automated assessment and learning analytics. These emerging systems aim to provide learning experiences delivered via online environments as well as mobile devices and tailored to the educational needs, the personal characteristics and the particular circumstances of the individual learner or a (massive) group of interconnected learners. Such diverse learning experiences in real-world and virtual situations generates big data which provides rich potential for in-depth intelligent analysis and adaptive feedback as well as scaffolds whenever the learner needs it. Novel manuscripts are welcome that account for how these new technologies and systems reconfigure learning experiences, assessment methodologies as well as future educational..

The purpose of this journal is to bridge the gap between theory and practice by providing reflective scholar-practitioners a means for publishing articles related to the field of Instructional Design.

JAID’s goals are to encourage and nurture the development of the reflective practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles should inform both the study and practice of instructional design.

Smart Learning Environments is a pioneering journal focuses on modern technology’s application in education sector and explores technological involvement in the interaction between teachers and students. The journal collects articles on the reforms of teaching and learning through technologies in creating a digital education environment and to reflect, scrutinize the latest trends of technology use in education. This peer-reviewed open access journal under SpringerOpen brand is a journal target help international stakeholders of smart learning environments in developing a better understanding of each other’s role in different phase of education and how the use of technology may progressively support each other. It provides opportunities for discussions and constructive dialogue among various stakeholders on the limitations of existing learning environments, need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promotion of best practices.

Books Online

* Now in its fourth edition, the Handbook has become synonymous with excellence in providing cutting edge research on educational communications and technology to the information and communication technology community. This Handbook is written for researchers in educational communication and technology, professors of instructional design and instructional technology as well as professionals working in the fields of ICT, Learning Sciences, Educational Technology, IT, and ID. In addition, it has been and will continue to be an invaluable reference for academic and professional libraries.

Why professional ethics? Difficult situations in professional life often benefit from prior explorations of the situations and dilemmas of decision-making. Professionals in this field - be they teachers, library professionals, adminstrators, or trainers - will benefit from the discussion of professional ethics and nearly two dozen cases, which explore facets of the AECT Code of Professional Ethics as they are confronted in real-life situations

* Design AlchemyTransforming the way we think about learning and teaching

This book describes the origins, metamorphosis and application of a holistic,eclectic framework for the design and development of educational spaces in which students are engaged and teachers excited. Known as Design Alchemy, the framework is effective and efficient, achieving program and course design goals without compromising quality and providing an integrated set of strategies and principles based on both theory and practice. Design Alchemy extends educational design traditions through defining a practical method by which designers can transform learning and teaching experiences. While primarily directed towards learning and teaching online in the higher education sector, the concepts of Design Alchemy are relevant for all sectors and delivery modes

The focus of this book is instructional, or learning, design. It provides educators with theoretical and practical resources to capitalize on the strengths and versatility of tablet computers. It is a resource for non-techie readers written by a non-techie writer with extensive experience and expertise in innovative learning design and effective teaching. This book can also be read as an e-book, downloadable to a read-ing app on a tablet computer. Reading it as an e-book will provide for synchronous tablet learning. Readers can immediately apply or further investigate ideas from this book on a device already in their hands.

* 'Distance Education: Definition and Glossary of Terms', will enable students to be current in their understanding of Distance Education terms and current definitions. This is an emergent and dynamic field and AECT is once again on the leading edge with the first comprehensive publication for researchers and practitioners. Inside you'll find information about ... Emerging Defintions, A brief history , Theory, and Distance Education

Educational Technology: A Definition with Commentary Edited by Alan Januszewski and Michael MolendaSponsored by the Definitions and Terminology Committee Association for Educational Communications and Technology

Introduction:Continuing the tradition of the 1963, 1977, and 1994 AECT projects to define the ever-changing contours of the field, the Definition and Terminology Committee completed the most recent definitional effort with the publication of Educational Technology: A Definition with Commentary in 2007. The main purpose of the 384-page book is to frame the issues confronting educational technology in the context of today’s world of education and training. What is new, and frankly, controversial, about this latest definition is its insistence that “values” are integral to the very meaning of educational technology.

This is an edited volume based on expanded versions of the best 30 papers presented at ETWC 2016 in Bali. Included are contributions from the keynote speakers of ETWC 2016: Robert Branch, Tian Belawati, Steve Harmon, Johannes Cronjé, Marc Childress, Mike Spector, Chairul Tanjung, and Rudiantara. The work is organized into the following sections: (a) Effective Technology Integration in Teaching and Learning, (b) Quality Design, Development and Implementation, (c) Innovation and Creativity in Distance Education, and (d) Open Access, Courses and Resources.

This book reports on research and practice on computational thinking and the effect it is having on education worldwide, both inside and outside of formal schooling. With coding becoming a required skill in an increasing number of national curricula (e.g., the United Kingdom, Israel, Estonia, Finland), the ability to think computationally is quickly becoming a primary 21st century “basic” domain of knowledge. The authors of this book investigate how this skill can be taught and its resultant effects on learning throughout a student's education, from elementary school to adult learning.

* The audience for the Yearbook consists of media and technology professionals in schools, higher education, and business contexts. Topics of interest to professionals practicing in these areas are broad. The theme unifying each of the chapters in the book is the use of technology to enable or enhance education. Forms of technology represented in this volume vary from traditional tools such as the book to the latest advancements in digital technology, while areas of education encompass widely ranging situations involving learning and teaching, which are idea technologies.

Designing and conducting research studies, writing proposals for AECT and other professional conferences, making effective presentations at AECT conferences, getting research studies published in professional journals... graduate students and others new to the field will find this an invaluable resource. Recently revised and expanded.

This timely analysis brings greater clarity to the question of how ICT-supported innovations are experienced in small low- to middle-income countries and developing regions with implications for international education and development. By bringing together a group of international technologists, researchers, and scholars, this book explores the building of local capacity for educational technology policy and application in such regions and ably links theory to practice to illuminate how the issues at hand play out in professional practice. The volume offers itself as an invaluable resource by offering a salient assessment of the existent methodological and ecological challenges and constraints in deve

The version of the standards presented here marks the beginning of what we hope will be an extended conversation. The standards began as a series of discussions between AECT staff and members about the large number of universities now developing online courses without the guidance of any research-based standards for designing online learning. Working from the extensive research literature on instructional design, two AECT members drafted the standards, and an edited version was approved by AECT’s Executive Committee and shared with selected members of the Division of Distance Learning. Once all comments had been addressed, they were presented to the full Board of Directors, and they too approved them.

In the summer of 2006 AECT hosted the first AECT Research Symposia, which brought together the top scholars in learning technologies to identify specific, research-based ideas, which rethink learning, reorganize schools, redirect technology and provide instruction. Researchers and students will find the conceptual frameworks and literature reviews in Chapters 2-8 to be solid starting points for their own explorations. For instructors, the book offers an indispensable teaching tool in the form of a succinct survey of the complex territory of educational technology. Chapter 12 provides a road map for keeping academic programs relevant to evolving professional standards. Practitioners will benefit from the discussions of state-of-the art ideas regarding design, use, and management of technology for training and education, which may also provide...

This book provides state-of-the-art knowledge on how to establish, organize, staff, and develop online education/e-learning programs. It strengthens knowledge of the different technologies, infrastructure and issues necessary for leaders and managers to make competent decisions. It is the most comprehensive guide for administrative practice currently available for e-learning leaders and managers.

Since Survey of Instructional Development Models was initially published in 1981, successive editions have provided practitioners and students of instructional design with up-to-date information every few years. This fifth edition, with the title slightly altered to Survey of Instructional Design Models, attests to the high quality and enduring utility of this volume.

The principles on which many of the models described in this new edition build tend to change little over time, whether since the first edition in 1981 or since the more recent fourth edition, which was published in 2002. However, technological advances have occurred—and continue to occur—rapidly, and the effects on teaching and learning of such advances can be dramatic. Consider just a few of the technological advances that have occurred between publication of the fourth edition in

The focus of the 2014 symposium was on design, building upon the theme of theprevious design-focused symposium in 2012, Design in Educational Technology(Hokanson & Gibbons, 2014). This time, with The Design of Learning Experience ,the appeal to authors was to go deeper and apply design, and design issues, to questionsand understandings as to how learning actually happens. “We have reached thepoint where we need to move beyond the concept of designing instruction and seekto understand how learning occurs” (Association for Educational Communications& Technology, 2014, p. 1). With this emphasis more pointedly on the learning experience, but on design aswell, the call for proposals could be viewed as inviting a bridge between a learningsciences focus (see Bransford, 1999; Sawyer, 2006) and educational technology/instructional design. That this focus found expression in the chapter proposals isattested to by the occurrence of some form of “learner” or “learning,” in

This publication is the result of an AECT bi-annual event, AECT 2010 Summer Symposia. The Symposia brings together scholars, theorists, researchers, and other creative thinkers for an intimate conversation about design.

'Why now? The short answer is that Web-based technologies are revolutionizing learning and reshaping the educational process. After all, who could have anticipated 100, 50, or even 25 years ago that a learner, sitting in front of a device no bigger than a stack of books, would be able to access practically limitless knowledge to create a personalized learning environment that literally knows no bounds? Now, we find modern learners being continually connected to new and ever-evolving content that addresses their personal learning needs in ways unimagined just a ...'

Editor: J. Ana Donaldson ISBN: 978-3-319-33451-6 (Print) 978-3-319-33452-3 (Online) In a professional world that has a tradition of the “good old boy” network, women long have fought for recognition in the educational technology field. In this book authors discuss the women in their own lives who have made the difference for them in their professional development. A group of 31 individuals from the USA, Canada, Northern Cyprus, the UK, and South Korea were asked to be part of this endeavor. The breadth of the list was intended to bring together as many perspectives as possible. Some stories included in this book are deeply private, others offer historical perspectives of women's roles in educational technology, while others focus on mentoring. This book is intended as a resource for all individuals in the field of educational technology, instructional design, and learning design at a national and international level.

Miscellaneous Publications

Educational Technology Magazine is the world's leading periodical publication covering the entire field of educational technology, an area pioneered by the magazine's editors in the early 1960s. Read by leaders in more than one hundred countries, the magazine has been at the forefront of every important new trend in the development of the field throughout the past five decades. Its list of published authors is a virtual "who's who" of the leading personalities and authorities from all over the world active in educational technology research, development, and application. Its stimulating, provocative, challenging articles are eagerly awaited by its loyal readership. It has also published more scores of special issues that have defined the field and created whole new areas for research. There is no other periodical that approaches its high level of prestige within the field of educational technology. The senior editor is Lawrence Lipsitz, who has personally known every leading authority

AECT is dedicated to serving its members, and one of the services provided is this basic tenure and promotion guide. Its purpose is to provide a point of departure and a general set of guidelines for those being considered for tenure or promotion. This guide is intended to help orient faculty seeking tenure or promotion and to direct them to other resources pertinent to their specific situations. In all cases, a faculty member seeking tenure and promotion should become familiar with local procedures and expectations and seek the advice of local mentors. A general guide such as this cannot possible address all of the relevant issues and concerns that exist at any particular institution.

** The story of the Association for Educational Communications and Technology (AECT) is about a small band of educators passionate about finding better ways to help people learn and how they were eventually joined by tens of thousands of others in pursuit of that quest. What began in 1923 as the National Education Association’s Department of Visual Instruction became an international association representing professionals in a broad range of occupations who have an interest in improving learning through the use of media and technology. AECT is the oldest professional home for this field of interest and has continuously maintained a central position in its field, promoting high standards, both in scholarship and in practice.

'Emerging Perspectives on Learning, Teaching and Technology' is a freely available textbook for your classroom using a Creative Commons License. This text has been adopted world wide by faculty teaching either basic cognition courses or basic learning and instructional theory courses. Many authors have contributed articles, videos, animations, narrations and images. This book is a 'living' book in that additions and modifications continue to be made. The book is divided into short chapters on 'Learning and Cognitive Theories' and longer chapters on 'Instructional Theories and Models'.

** The iTECH DIGEST,is a complimentary quarterly newsletter designed to keep you connected to your important AECT member publications and other key membership information. This is another way that AECT works at "linking research and practice to improve learning".

Portals and Databases

** The ultimate goal of this website is to provide an Open Educational Resource portal, through which educational technology scholars and researchers can share how they teach and what they teach in their courses. This open sharing of content will promote teaching excellence in the field and could potentially center AECT as the best resource for content and curricula related to instructional design. This portal will be an extension of AECT's mission of providing a forum for the exchange and dissemination of information at the national and international level.

** For many years, AECT collected information on degree programs in educational communications and technology and published the directory Degree Curricula in Educational Communications and Technology'. As a service to the educational community AECT now brings 'CURRICULA DATA OF DEGREE PROGRAMS IN EDUCATIONAL COMMUNICATIONS AND TECHNOLOGY' online.

** Doctoral Research in Educational Technology: A Directory of Dissertations, 1977-2004

Doctoral Research in Instructional Design and Technology: A Directory of Dissertations, 1977-2004 is a compilation of doctoral dissertations completed during the calendar years 1977 through 2004. The directory includes listings of each student's name, graduation year, dissertation title, institution, and chairperson. This list is cross indexed so that the information can be retrieved in a variety of ways.

Selected Readings from the AECT-LKAOE 2015 Summer International Research SymposiumHeld at Normal University, Shanghai, China

Editors: Feng-Qi Lai, James D. Lehman

ISBN: 978-3-319-38955-4 (Print) 978-3-319-38956-1 (Online)

These proceedings represent the intellectual enrichment, academic rigor, and thoughtful reflection among various top scholars in the field of educational communications. Dr. Feng-Qi Lai at Indiana State University and Dr. James Lehman at Purdue University have edited a text that is consistent with the AECT mission, which is to “provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings.” The content from the AECT-LKAOE 2015 Summer International Research Symposium introduces and explains innovative educational technologies that have a proven recor

Archived and Occasional Publications

** Got a Hot Topic? A Burning Issue? A philosophical musing? What’s on your mind, or should be on ours? What should AECT professionals be promoting, condemning, investigating, or questioning? Air your thoughts in a White Paper directed at our field or our world.

The Agency for Instructional Technology and The Association for Educational Communications and Technology's new book The Instructional Use of Learning Objects presents the cutting edge of modern instructional design theory. Learning objects

�...may provide the foundation for an adaptive, generative, scalable learning architecture... [wherein both] teaching and learning as we know them are certain to be revolutionized.

** The Interpersonal Computing and Technology Journal (IPCT-J) was one of the first scholarly, peer-reviewed journals. It was published two/four times a year by the Center for Teaching and Technology, Academic Computer Center, Georgetown University, Washington, DC from 1993-1999.

The journal’s focus was on computer-mediated communication, and the pedagogical issues surrounding the use of computers and technology in educational settings. Emphasis was placed on the educational values of computer-mediated communication and not on the technologies involved. For this reason we believe it important to bring these early articles to you: while technologies may have changed in the intervening years – the realities of teaching and learning through medicated communications have not.

Are science and technology inseperable? How about the scientific and technological purposes of human activities? Andrew Gibbons' thought-provoking paper (selected as the first in this new series of Occasional Papers) challenges the reader to reevaluate the role of the technological researcher.

The Copyright Revision Act of 1976 made significant changes in copyright fundamentals. The law affected everything from the method of creating copyright and the rights covered, to the method of enforcing and protecting the copyright.

These videos were recorded at the 2016 AECT Internation Convention. All who the attended 2016 AECT International Convention may view these videos at no charge or you can purchase access at the AECT Store.

These videos were recorded at the 2015 AECT Internation Convention. All who the attended 2015 AECT International Convention may view these videos at no charge or you can purchase access at the AECT Store .

These videos were recorded at the 2014 AECT Internation Convention. All who the attended 2014 AECT International Convention may view these videos at no charge or you can purchase access at the AECT Store.